نمایش مختصر رکورد

dc.contributor.authorMollahossein, Hassanen_US
dc.contributor.authorAlavinia, Parvizen_US
dc.contributor.authorModirkhameneh, Simaen_US
dc.date.accessioned1402-01-21T07:44:17Zfa_IR
dc.date.accessioned2023-04-10T07:44:19Z
dc.date.available1402-01-21T07:44:17Zfa_IR
dc.date.available2023-04-10T07:44:19Z
dc.date.issued2022-11-01en_US
dc.date.issued1401-08-10fa_IR
dc.date.submitted2022-11-20en_US
dc.date.submitted1401-08-29fa_IR
dc.identifier.citationMollahossein, Hassan, Alavinia, Parviz, Modirkhameneh, Sima. (2022). Etiquette and Value-based Online English Language Instruction in the University Context across Gender: Variations in Attitudes. Teaching English Language, 17(1), 25-52. doi: 10.22132/tel.2022.160902en_US
dc.identifier.issn2538-5488
dc.identifier.issn2538-547X
dc.identifier.urihttps://dx.doi.org/10.22132/tel.2022.160902
dc.identifier.urihttp://www.teljournal.org/article_160902.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/951389
dc.description.abstractThe current study explored the effect of value-based reading instruction on EFL learners' attitudes towards human social values and etiquette. Seventy-three university students were randomly assigned to Select Readings Group (SRG, n = 37) and value-based reading group (VRG, n = 36). Participants were assessed through semi-structured interviews and questionnaires in terms of their attitudes towards values and awareness of etiquette, prior and successive to the treatment. The instructional materials used for the experimental group were reading comprehension passages based on human values, and passages with etiquette topics. The results of two-way ANCOVA showed a significant difference between SRG and VRG in terms of their attitudes towards values and awareness of etiquette. Furthermore, gender was found not to have a significant effect on the treatment results. The results also confirmed an increase in learners' interest in etiquette and value-based topics in reading comprehension courses. Findings are discussed in relation to the incorporation of values in the contents of English textbooks and EFL classrooms to enhance positive attitudes towards values.en_US
dc.format.extent430
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherTeaching English Language and Literature Society of Iran (TELLSI)en_US
dc.publisherانجمن آموزش زبان و ادبیات انگلیسی ایران (تلسی)fa_IR
dc.relation.ispartofTeaching English Languageen_US
dc.relation.ispartofTeaching English Languagefa_IR
dc.relation.isversionofhttps://dx.doi.org/10.22132/tel.2022.160902
dc.subjectContent-Based Instructionen_US
dc.subjectEtiquetteen_US
dc.subjectMoral Storiesen_US
dc.subjectValue-Based Instructionen_US
dc.titleEtiquette and Value-based Online English Language Instruction in the University Context across Gender: Variations in Attitudesen_US
dc.typeTexten_US
dc.contributor.departmentDepartment of English Language and Literature, Faculty of Humanities, Urmia University, Urmia, Iranen_US
dc.contributor.departmentDepartment of English Language and Literature, Faculty of Humanities, Urmia University, Urmia, Iranen_US
dc.contributor.departmentDepartment of English Language and Literature, Faculty of Humanities, Urmia University, Urmia, Iranen_US
dc.citation.volume17
dc.citation.issue1
dc.citation.spage25
dc.citation.epage52


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